I expect at least 8-10 pages for a “complete” answer, Times-Roman 12-point font,

I expect at least 8-10 pages for a “complete” answer, Times-Roman
12-point font, double spaced.
Reference page(s) do not count in page-length expectation
Choose one (1) of the following scenarios and address the questions asked. Assume that
you are working in either a clinic in the local are listed in the scenario as a new speechlanguage pathologist (or audiologist) or as a new teacher’s assistant (specializing in
speech disorders or hearing disorders) in a local school in the location listed in the
scenario. It is your choice to assume the position of SLP or teacher’s speech assistant.
In either case, you have been given a new client/student that you will meet, assess, and
for whom you will develop a treatment plan (if necessary). Note: It is not simply how
you will deal with the client himself/herself, but the entire situation (culturally and
linguistically, in the clinic/school home). Thus, you will indicate what you need to know
about the client’s background in order for your clinical/educational endeavors to be
successful, ethical, unbiased, legal and appropriate.
For the scenario that you choose, make sure to describe, in detail, the important
information (e.g., linguistic, cultural, socio-economic, familial factors in the case along
with expected age-appropriate speech and language development or other developmental
milestones that you have obtained about your client. You will also need to describe how
you obtained this information and from whom – and be able to evaluate it credibility.
If using standardized assessment tests, provide specific details about each assessment test
(e.g., how they were used, how you interpreted the results and how you modified them if
it was necessary). Be sure to provide a rationale for choosing the assessment
tools/approach that you used with your client. If you obtain a language sample,
describe how it was collected, analyzed and the results. Describe any health issues that
are of concern in this particular case. Also be specific about how you interacted with the
client and/or caregivers.
For the scenario that you choose, make sure to describe, in detail, the following
information about the case/client you have chosen (and describe how you obtained it and
from whom):
• Linguistic background
• Cultural background
• Socio-economic background
• Age-appropriate milestones (when appropriate)
• Health issues that might of concern that affect communication/development
• Family/home environment that might affect the client
• Any other important information
If it is necessary to interact with other healthcare or school professionals, be sure to
include information about who you need to collaborate with and how you plan to do this.
In this assignment, you are expected to “flesh out” the details of your client (provide
details about the client that will motivate your clinical decisions). You will be providing
details about the client that are not available in the scenario presented – consider this, in
part, a requirement that you develop a fictional client with detailed attributes. This is
similar to the Case Studies that you reviewed earlier in the semester.
You should also assume that you, as the clinician, are not in a situation in which you are
pressed for time (i.e., in that sense this scenario is idealized). If you choose a child who is
in school, identify whom you would include in an eventual ETR (Evaluation Team
Report) and IEP meetings (and what issues would be addressed … don’t try to create an
actual ETR or IEP). You are providing me with a detailed report about your client,
including assessment results, interpretation of the results, and proposed action to
address his/her problems.
The academic goal, here, is for you to demonstrate to me your working knowledge of
cultural and linguistic diversity and how to address it in a practical manner in a clinical or
classroom situation.
Kassare: A female child (Kassare, age 7;0) has been referred to you (you work in a
facility in Northwest OH). She was born in the South Sudan and was placed
into an orphanage (Cornerstone Children’s Home—CCH—in Nimule, South
Sudan). She was adopted by a couple living in Dayton, OH 2 years ago and
has been living in the US for about 18 months. When she was adopted, she
spoke little or no English (as English is the “educated” language in Sudan).
She spoke Mahdi as a native language (although she knows some Acholi).
Starting 6 months ago, Kassare has been attending a free kindergarten
operated by the local Catholic diocese. However, the sisters running the
program complain that she is not learning English quickly enough and that
even when she does use English, her pronunciation is very bad (and her hoarse
voice makes her sounds even more difficult to understand). She does not
interact with other children except when forced to during recess. Clearly,
there is a 2nd language acquisition challenge for her, which you should
address, but teachers have indicated there is more complications in both her
language use and her pragmatics and have recommended a complete language
assessment for her in addition to an articulation assessment. Outline your plan
of action for this evaluation (including questions you might ask, tests you’d
use, plan of care—if recommended, etc.). Also include the results of those
Isabella: According to the teacher, the child is difficult to understand. The ESL
coordinator has told the teacher that the child has limited English proficiency,
but her proficiency in her dialect of Spanish is equally suspect (you don’t
know whether or not one or both of her parent speak Haitian Creole, which is
spoken by a large number of people in the Dominican Republic). You know
only that she relocated from New York City (in the area of
Inwood/Washington Heights) to Whitehall OH (where she now lives and goes
to school) in January 2018. His family had immigrated (you don’t know
whether legally or illegally) from the Dominican Republic in 2017. She is 10
years old but is at least 1-2 grade levels behind her peers in every academic
subject. Her reading is particularly poor says her teachers; but Isabella’s
articulation often seems to be inaccurate. Her verbal IQ scores were very low,
but these were done in English only. Given her problems in both English and
Spanish (at least by reports from the teachers, you haven’t seen any reports
from an ESL teacher or from family members); she has been referred to you
for a complete articulation and language assessment. Family members have
never visited the school, nor have they responded to notes from Isabella’s
teachers. She does participate in the free school lunch program but seems to
be poorly dressed (especially in the winter months). She is the only child from
Dominican parents in the entire school currently. Her proficiency in school as
decreased as a function of the partial on-line education she has been receiving.
She will be interacting with her in-person.
Andriy: A male child (Andriy, age 7;6) was referred by the Head Start program at your
school (in Parma OH, in Cuyahoga County). Andriy was born premature (28
weeks gestation period) in Russia and his mother never returned to take him
home. You know that the father was an alcoholic who died 2 months before
his birth. He was put into an orphanage in St. Petersburg for his first 4½
years. He was adopted by a childless couple (in their 30s) in OH. He was
brought to your clinic (in northern OH out of desperation as the family simply
didn’t know what to do with him. His behavior is difficult to deal with (they
wouldn’t provide too many details to the clinic receptionist), but they
indicated that he does very poorly in school and has poor communication
skills. He does not meet eye gaze when he speaks to people, and his
interaction skills are not well developed and he is quite withdrawn (when he is
not acting out, which he does often in front of parents, teachers and other
students). The couple live near St. Sergius Russian Orthodox Church in
Parma, OH, but they are not Russian (and know very little Russian, only basic
vocabulary learned to communicate with their son). Last year his classes were
on-line (but the administration has not indicated his internet access), but they
are now in-person, but required to wear masks.
Jan: An older man (age 95) has been referred to you after suffering a stroke. He
was born in Poland and lived in the Wrocław area (which the Germans
renamed Breslau after the 1939 invasion – although following the war it was
renamed officially again as Wrocław) and served in the resistance supporting
the Russian army against the Germans in World War II (he eventually rose to
the rank of colonel). Jan has lived in the United States for more than 35 years
(his son brought him to the U.S. after his wife died). He has lived on a
relatively independent basis, and he has not been in a nursing home or
equivalent facility. He mainly interacted with family and the neighborhood
where he resided (he lived in Chicago near Archer and 50th in the “Little
Poland” area). Although he spoke no English when he came to the U.S. (he
spoke only Polish, Russian and German), he learned English, but evidently
spoke with a very strong “accent.” Following a traumatic brain injury that he
received in a personal injury (from a severe blow to the head but it is unclear
whether it was the result of an accident or an assault). He moved in with his
son who lives in Powell, OH (however, this was not a move that Jerzy wanted
to make). At this point, you do not know what he did (or worked at) in
Chicago and whether or not that contributed to his injury. Both his son and
his son’s wife were born in Poland and speak a variety of languages. His son
has a relatively strong Polish accent, but his son’s wife does not have as
strong an accent. He appears unable to understand you easily when you speak
to him in English (although he can quickly follow some one-step commands).
You are presently working in a clinic in Dublin OH. Complete a thorough
assessment of this man and include a description of what other health
assessments/ professionals may be required for appropriate assessment and/or
Juanita: According to the teacher (in West Mound Elementary School in Columbus
OH), this female child (her parents are illegal immigrants from Mexico,
although her father holds a full-time landscaping job) is difficult to
understand. The ESL coordinator has told the teacher that the child has
limited English proficiency, but her proficiency in her dialect of Spanish is
equally suspect. The coordinator suspects that the native language spoken in
her home is not actually Spanish, but Nahuatl, an indigenous language spoken
by more than 1.4 million speakers in Mexico. You know only that last year
she and her family relocated from Chicago to Columbus OH in 2012
(according to The Columbus Dispatch, 7/10/2014, Franklin County had the
highest number of Mexican immigrants in the state of Ohio, although
Hamilton County has been increasing in terms of the number of Mexican
immigrants). Previously, her family had lived in the Pilsen neighborhood of
Chicago near Kedzie and 26th Street. She is 9 years old. Teachers have
indicated that she is having considerable performance difficulties in every
academic subject (especially reading). Given her problems in both English
and Spanish (at least by reports from the teachers, you haven’t seen any
reports from an ESL teacher or from family members), she has been referred
to you for a complete articulation and language assessment (and school
officials hope that you can assess her level of phonemic awareness). She has
not been spoken to nor tested in Nahuatl. Family members have never visited
the school, nor have they responded to notes from Juanita’s teachers. Outline
her background and your planned approach to her case and how you will
determine whether a speech/language problem is present in addition to the
consequences of language interference.
Jamelia: A female child (age 8) has been referred to you as part of a learning
assessment. Jamelia is from Jamaica and has been in this country for 6
months (living with her aunt who is also from Jamaica). You have been told
that her aunt’s standard English is not strong and speaks a Jamaican Creole or
Patois. Jamaican Creole is considered an “English-lexified Creole e.g.: a
mixture of English and a variety of West African languages. There are no
academic records available to you. She is having difficulty in her classroom.
The teacher reports that she is easily distracted and doesn’t appear to grasp the
concepts she teaches (she doesn’t appear to retain the information that the
teacher is providing). She is often inattentive in class and the teacher has
indicated that “her mind often wanders.” The teacher has tried classroom
interventions (“peer buddy”, workload reduction, individual attention, afterschool tutoring) but with no success. She is difficult to communicate with
(this is the opinion of the teacher and others familiar with Jamelia). She is a
quiet girl who gets along very well with the other students. When she’s asked
about the school she went to in Jamaica, she gets very quiet and withdrawn.
No one has been able to contact the aunt as yet to find out about her academic
or health history. You are working in a school system in the city of Sprindale
OH between Dayton and Cincinnati.
Chumana: Chumana (meaning “snake maiden”) is 8 years old girl who lives in Arizona.
Her mother referred the child to the clinic. She comes from a Hopi Indian
family, although she is currently living outside the reservation (you have not
been provided with information regarding why this is the case). The native
language of her parents and guardians is Third Mesa Hopi. The child
recently started in the American school system. (Your clinic is in a small town
outside the reservation and is associated with the University of Arizona.) The
Hopi Reservation in northeastern Arizona occupies parts of Navajo and
Coconino Counties. It encompasses approximately 1,542,306 acres, of which
911,000 acres are identified as the Hopi Partitioned Lands. Neighboring towns
include Flagstaff, Winslow, and Holbrook. The reservation consists of three
major mesas rising up to 7,200 feet, surrounded by low altitude deserts and
gullies. The land is most suitable for grazing with potential for agricultural
development. The child has limited English, little affect when interacting with
others, and cannot seem to concentrate on any task. She is thin but seems
active. However, her ability to communicate with her peers and with teachers
is very challenged. Her MLU (word and morpheme) is significantly shorter
(smaller) than her age peers and even her family members are concerned. Her
lexicon seems to be relatively limited and she makes many grammatical
mistakes, at least in English. Her English vowels are very poorly
differentiated which makes her difficult to understand. You do not know, at
this point, if or how well she interacts with other children at her school—you
need to determine this and it is part of your report.

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